MDRC's Research on NYC Schools and Mayoral Control

Before there was completed research on seven grade 9-14 schools in New York City, in December 2017, I wrote a LinkedIn Blog CUNY Community Colleges Should Be Under Mayor Control.

??????????? P-TECH should be expanded beyond the current 7 schools in New York City to help with the “college completion inequality crisis”. I would even go a step further and say that before the next Chancellor of CUNY is selected, a conversation should be had about placing CUNY Community Colleges under Mayoral Control. A different accountability structure for community colleges can produce better results and I offer results from P-TECH to help make that argument. I am suggesting that P-TECH be the blueprint for that accountability structure. The students in the grades 9-14 model are high school students until the semester before they earn the college degree.

The above graphic shows community college three-year graduation rates for community colleges nationwide and in the City University of New York (CUNY) for full-time first-time freshmen who enrolled in college in 2011. Nationwide for all students the three-year graduation rate was 30.7 and for CUNY community colleges the three-year graduation rate was 16.8. If we disaggregated science, technology, engineering, and mathematics (STEM) degrees then we would see the urgent need to accelerate STEM degree completions.

The first grades 9-14 model opened in New York City in 2011 (the first four-year high school graduates were in August 2015 with STEM college degree completions with no academic screening and no college remediation) and 71 percent of first-time freshmen at CUNY were from NYC Public High Schools as shown in the CUNY profiles above. By Fall 2019 the percentage increased to 81 percent. There was a ten percentage increase in enrollment but did degree completion keep up with the pace of enrollment? Below the graphic shows two-year graduation rates Fall 2015-Fall 2019. In Fall 2015 the community college average was 9.1 and by Fall 2019 it increased to 13.2 for a 4.1 percent increase. Imagine the possibilities for New York City with a more robust expansion of early college schools and grades 9-14 models.

Manpower Demonstration Research Corporation (MDRC), a non-profit, non-partisan education and social policy research organization, conducted studies on the effectiveness of small new schools, career and technical education, and the innovative P-TECH program in New York City. The first school where I was principal, Bronx Engineering and Technology Academy (BETA) opened to students in 2004 and is a career and technical education school. Pathways in technology early college high school (P-TECH), I helped design, and I am the founding principal and this model opened in 2011. The first of its kind, P-TECH with grades 9-14 and industry partnership is a game changer in education with public and private partnerships. These MDRC studies provide valuable insights into the role of mayoral control in shaping education policy and improving outcomes for students in urban settings.

?Mayoral control of schools is a widely debated topic in education policy, with proponents arguing that centralized leadership can lead to increased accountability and improved outcomes for students. Recent research by the MDRC on New Small Schools, Career and Technical Education (CTE) and the P-TECH model provides evidence in support of this argument. MDRC conducted a study on the effectiveness of small new schools in New York City, which were established under Mayor Michael Bloomberg’s administration. The study found that students attending these small schools were more likely to graduate on time and enroll in college compared to their peers in traditional public schools. This research highlights the positive impact of mayoral control in creating innovative school models that better serve students’ needs. Please see the graphic below, Effects of attending a New York City small high school for students who entered high school between 2006 and 2010.

The CTE Research Network’s March convening shared CTE research that pertains to New York City Schools and their positive impact on student outcomes and MDRC’s P-TECH research that also has positive student outcomes. The MDRC conducted research on the effectiveness of CTE programs and the P-TECH model, both of which have been implemented under mayoral control in various cities. The findings from these studies suggest that mayoral control can lead to increased accountability, as evidenced by improved student outcomes and increased graduation rates. MDRC’s research shows that mayoral control can enhance the accountability in the education system. Below the graphic from MDRC's P-TECH 9-14 Pathways to Success show positive research significance for students in P-TECH who earned any college degree by the end of Postsecondary Year 3. That impact is driven by males whose impact is 9.9. Imagine the financial return on investment to New York City if we replicated these STEM outcomes.

One of the key arguments in favor of mayoral control is that it allows for centralized leadership and accountability in the education system. The MDRC research on CTE programs in New York City found that students who participated in these programs were more likely to graduate on time and attain industry-recognized credentials. This suggests that mayoral control can lead to the implementation of effective educational initiatives that benefit students and hold schools accountable for their performance.

?Similarly, the MDRC study on the P-TECH model, a collaboration between the New York City Department of Education and the City University of New York, found that students in P-TECH schools were more likely to graduate high school and enroll in college compared to their peers in traditional high schools. This demonstrates how mayoral control can foster innovative partnerships and programs that improve student outcomes and ensure that schools are held accountable for their performance.

?MDRC’s research on small new schools, CTE schools and programs, and the P-TECH model provides compelling evidence in support of the idea that mayoral control can enhance accountability in the education system. The research is compelling evidence that underscores the importance of mayoral control in driving innovation and improving outcomes in New York City’s public schools. By implementing effective initiatives and fostering innovative partnerships, mayors can improve student outcomes and hold schools accountable for their performance. By empowering mayors with the authority to enact meaningful reforms and partnerships, cities can create more responsive and effective education systems that better prepare students for college and careers. Overall, the MDRC research highlights the importance of centralized leadership in driving positive change in education and ensuring accountability for student success.